School Offer

Last Updated: September 27, 2017

Overview of SEND at Holmer Lake

Early identification of a special educational need or disability (SEND) is essential. Holmer Lake Primary School has an SEND policy which outlines how we identify, assess and support children with SEND.

We recognise that all children learn at different rates and in different ways.

If you are concerned about your child’s progress at school, you should talk, in the first instance to their Class teacher or Special Educational Needs Co-ordinator (SENCo). The SENCo is responsible for co-ordinating learning for pupils with SEND, supporting and advising class teachers, liaising with parents and working with the range of professionals who support pupils with SEND.

The SENCo or class teacher can discuss your worries and outline what is being done to help your child learn and progress. This may involve adapting resources or teaching methods, or providing additional support, usually referred to as a differentiated curriculum. Your child’s progress will be reviewed regularly and discussed with you. If their needs continue to cause concern, the school will ask for help from other professionals who could advise on ways to support your child.

We address the needs of children using the four main areas outlined in the Code of Practice (2014) these are:

Communication and Interaction

Cognition and Learning

Social, emotional and mental health difficulties. (SEMH)

Sensory and/or physical needs

At Holmer Lake we are aware that these needs will be inter-related and that children may have more than one area of need.

The SEND local offer is a resource which is designed to support children and young people with special educational needs and/or disabilities and their families. It describes the services and provision that are available to both those families in Telford and Wrekin that have an Education, Health and Care Plan and those who do not have a plan but still experience some form of SEN.

Partnership with parents

All parents of pupils in our school are invited to attend a Parents’ Evening twice a year. These are designed to discuss the progress a child is making, the targets they are working on and how parents may be able to help at home. Parents can also meet with Class Teachers at other times throughout the term and this can be arranged through the school office.

Parents are welcome to be involved with the Friend of Holmer Lake and are regularly informed of events within school through newsletters, the website and social media. There is always a member of the senior school staff available before and after school to listen to parents’ views and questions.

At Holmer Lake we work closely with parents in the support of those children with Special Educational Needs and Disabilities.

We do so by:

Informing them as soon as possible when there is a concern about their child. Effective communications and sensitivity to both the needs of the parent as well as the child are fundamental to the ethos of the school with regard to Special Educational Needs.

Encouraging parents and carers to inform school of any difficulties they perceive their child may be having or other needs the child may have which need addressing.

Focusing on the child’s strengths as well as areas of additional need.

Keeping parents and carers informed and giving support during assessment and any related decision-making process about SEND provision

Working effectively with all other agencies supporting children and their parents.

Involving parents and carers in agreeing and reviewing the targets and the intervention strategies on provision maps.

Respecting the differing needs of parents/ carers such as a disability or communication and linguistic barriers.

Making parents and carers aware of the Information Advice Support Service (IASS)

Parents are welcome to contact the SENCO to discuss anything regarding their child and are also invited to meet with the SENCO during parent evenings.

Pupil participation

We recognise that all pupils have the right to be involved in making decisions and exercising choice. All pupils are involved in setting targets, monitoring and reviewing their progress. We encourage the pupils to:

state their views about their education and learning

identify their own learning needs

share in individual target setting across the curriculum

self-review their progress and set new targets

Pupils in all classes elect representatives for the School Parliament. Pupils are then asked to share ideas that can be implemented within school and the local community.

Curriculum entitlement

Teachers have high expectations for every pupil and aim to teach them the full curriculum, whatever their prior attainment. Teachers use appropriate assessment to set targets, which are deliberately ambitious. Lessons are planned to address potential areas of difficulty and to ensure barriers to every pupil achieving are reduced

All children are entitled to a broad, balanced and relevant curriculum. The curriculum is adapted or made accessible for pupils with SEND.

In order to meet the learning needs of all pupils, teachers differentiate work. They work to meet individual learning needs and to mark work effectively. Where pupils are identified as having special educational needs, the school provides for these additional needs in a variety of ways. The provision for pupils is related specifically to their needs.

Whole School Provision Map

Resources

A proportion of the school budget is allocated for resources, which include identified materials for use to support children who need additional or different activities.

The provision of additional support is made as appropriate from the delegated SEND budget or from the main delegated school budget.

There is on-going development of resources, including of books / equipment / materials available for children with SEND. Various technological aids are available for use when necessary.

Advice on appropriate resources for groups of children and individuals is sought from other professionals.

Specific facilities and Access

We are committed to providing all children every opportunity to achieve their potential in every aspect of school life. We therefore provide any specialist equipment needed when it is recommended by professionals such as writing slopes, sit ‘n’ move cushions, coloured overlays, writing aids. Likewise, adjustments are made for disabled parents, eg. parking permit to allow access down the school drive.

The whole of the school building is accessible by wheelchair. Ramps allow access to all playground areas and to the outside classroom. We have a fully equipped room for children with physical difficulties, which provides toileting and changing facilities including a hoist and there are two additional disabled toilets.

All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful and may discuss this in advance with parents. A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. It might be appropriate for a parent/carer to accompany a child on a school trip, depending upon the child’s individual needs.

External agencies

Our school has a wide range of staff working together within the school to support the children and their families. Some of these are directly employed by the school, some are traded services which the school buy into and others work for the Local Authority.

We value the support and advice of all professionals and endeavour to follow their advice. These are some of the agencies we work closely with:

Learning Advisory Support Teacher (LSAT)

Speech and Language Therapist (SALT)

Behaviour Support Service (BSS)

Occupational Therapists (OT)

Physiotherapists

Sensory Inclusion Service (SIS), working with children with hearing and visual impairment

Educational Psychology Service

School Nurse

Relateen Counsellors

Education Welfare Officer

The Local Authority SEND Team

Child and Family Locality Services (CAFLS)

Child and Adolescent Mental Health Service (CAMHS)

Information, Advice & Support Service (IASS)

The SENCO maintains links with other SENCOs through the SENCO network and Complex Needs meetings.

Transition Arrangements

We recognise that transitions can be difficult for a child with SEND and for parents of a child with SEND. We take steps to ensure that any transition is as smooth as possible.

When a child moves from nursery/pre school:

For children starting in Reception, the Headteacher holds a meeting for parents in addition to induction visits for children in the second half of the Summer Term, in order to help children, parents and staff get to know each other. This is also an opportunity for parent to discuss any concerns with the SENCO.

The EYFS Coordinator and SENCO usually visit the pre school setting and this is an opportunity to discuss the special educational needs of the child and support needed. Our transition plan allows for four visits prior to starting, however additional visits can be arranged if needed.

If a child moves from another school or to another school

We liaise closely with the staff when receiving and transferring children to and from different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood

If your child has complex needs, then a Statement or EHCP review will be used as a transition planning meeting.

When a child moves class:

All information will be passed on to the new class teacher in advance and a meeting will take place to discuss the child’s needs. Additional visits to meet the new teacher may take place if necessary, or visual aids may also be used.

When a child transfers to secondary school:

Year 6 teachers meet with staff from the secondary schools to discuss the pupils and share information. The SENCO meets with the secondary schools’ SENCOs to discuss particular needs of individuals with SEND and any resources that they may need to get in advance. Parents may also attend this meeting.

All children attend transition meetings to their secondary school and for pupils with SEND additional visits can be arranged if needed. These pupils often make passports about themselves, or visual prompts to help them remember key places or people in the new school.

For pupils with a Statement or Education, Heath Care Plan (EHCP) we ensure the secondary school SENCO is available to attend the annual review held early in the summer term, so there is plenty of time for transition arrangements to be made.